Leaps and Bounds Pre School

Leaps and Bounds Pre School Eccleston Village Hall, Church Road, Eccleston, CHESTER, CH4 9HT

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Inspection date

Previous inspection date 28 November 2016 9 October 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Most staff have completed appropriate qualifications. The knowledge gained from this training has a very positive effect on their understanding of how children learn.  Staff know the children well and accurately track their progress. Children who have special educational needs or disabilities are identified and appropriate professional help is sought.  The bright and inviting indoor and outdoor environments are well resourced and used effectively by staff to provide children with a wealth of experiences closely linked to their interests. Children benefit from the warm relationships they have with staff which gives them confidence to develop new skills.  The group accesses the local environment, visiting the school and church regularly. This helps children develop a strong understanding of the community they belong to and builds their confidence about moving on to primary education.  Strong partnerships with parents are developed. They praise the positive nurturing

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This provision is good

environment where their children can learn through play. They feel well informed about their children's abilities and how to extend their learning at home.

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It is not yet outstanding because:

 Current arrangements for all staff's ongoing professional development are not focused sufficiently on further improving teaching practice to the highest levels, in order to achieve the best possible outcomes for children.  During some activities children who are more reserved are not sufficiently encouraged to join in and become fully involved, this limits their opportunities to make progress.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 build on the current plans for professional development, in order to develop even stronger skills and expert knowledge to achieve the best possible outcomes for children  develop the awareness and skills of all staff so they use a wider range of teaching methods to support all children to gain the most from the activities provided.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the provider.  The inspector held a meeting with the provider. She looked at relevant documentation, such as the setting's self-evaluation and evidence of the suitability of staff working in the setting.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The suitability of staff members is checked, when they are recruited and on an ongoing basis. All staff understand their individual responsibility to keep children safe and know what would constitute a safeguarding concern. The manager observes staff's teaching and their assessments of children's learning to ensure all groups of children are making at least expected progress. This supports her ability to ensure all areas of learning are properly planned for. Staff are encouraged to contribute to the evaluation of the effectiveness of the pre-school and make changes which will enhance children's learning.

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Quality of teaching, learning and assessment is good

Staff know children well and use their assessments of children's abilities to effectively plan for their learning. They gather information from parents about what interests children and what they can do. They provide activities based on this knowledge and also introduce children to new ideas to broaden their horizons. Themes tie several aspects of learning together. For example, children retell traditional tales and create craftwork based on the stories. Staff make learning fun and use a range of props to consolidate children's understanding of abstract concepts. For example, staff provide number lines and building blocks to help children develop a robust understanding of numbers.

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Personal development, behaviour and welfare are good

Children's emotional well-being is well supported in this small setting. They develop close relationships with their key person and other staff. Children are happy and confident. Those who need extra support to settle are quickly helped. Snack times are unhurried social occasions where children's ability to choose and be independent are actively encouraged. Staff use a range of techniques to manage children's behaviour. Clear routines and simple rules mean children know what is expected of them and why. Staff work with parents to discuss behaviour issues and provide support for problems they may be facing at home. Children develop a good understanding of how to keep themselves safe and healthy. For example, they are encouraged to be physically active, develop good eating habits and understand how to use equipment safely.

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Outcomes for children are good

A real strength of this setting is the effective way children are prepared for the next stage in their learning. They learn to listen to their friends in small-group times and answer their name when it is called at registration time. They develop a love of books and songs and confidently develop their literacy skills, starting to recognise their own written name. They choose books to take home and share with their parents, who are also given advice by staff on how to support children's early writing skills. Most children are working comfortably within the range of development typical for their age. Children who have special educational needs or disabilities and children who speak English as an additional language have targeted support, in order for them to achieve progress in line with their abilities.

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Setting details

Unique reference number EY446169 Local authority Cheshire West and Chester Inspection number 1060182 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 9 Total number of places 26 Number of children on roll 13 Name of registered person Sarah Jane Warburton

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reference number

Date of previous inspection 9 October 2012 Telephone number 07516 125870

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reference number

Leaps and Bounds Pre School first registered in 2004 and re-registered under new ownership in 2012. The pre-school employs three members of childcare staff. Of these, two hold appropriate early years qualifications, one with early years professional status and one with qualified teacher status. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am to 1pm, with a breakfast club operating from 7.45am to 8.55am. The pre-school provides funded early education for two, three- and four-year-old children. It supports children who have special educational needs or disabilities and children who speak English as an additional language.

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reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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